Application Analysis of Clinical Pathway Combined with Case Introduction Teaching Method in Clinical Teaching of Neurology

2021 ◽  
Keyword(s):  
Clinical Pathway ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Application Analysis

scholarly journals Application Effect of Clinical Pathway Teaching Method in Clinical Teaching of Cardiology

2020 ◽  
Vol 4 (4) ◽  
Author(s):  
Xiaopeng Wu ◽  
Hongmei Shangguan ◽  
Leisen Han ◽  
Tongchao Xing
Keyword(s):  
Clinical Pathway ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Reference Group ◽  
Teaching Quality ◽  
Double Blind ◽  
Satisfaction Degree ◽  
Examination Result ◽  
Experimental Group ◽  
Assessment Results

Objective: To study the clinical effect of applying clinical pathway teaching method in clinical teaching of cardiology. Methods: This paper verifies and calculates that 50 interns working in cardiology department in our hospital from October 2016 to October 2019 are divided into groups and compared in the form of double-blind method. The reference group (N=25) uses traditional teaching methods, and the experimental group (N=25) uses clinical pathway teaching method. The satisfaction degree, teaching quality, theoretical assessment results, operation assessment and comprehensive assessment results of interns in the experimental group and the reference group are compared. Results: The satisfaction degree, theoretical examination result, operation examination, comprehensive examination result, improvement of team spirit, professional quality, improvement of professional ethics, standardized diagnosis and treatment, improvement of clinical problem handling ability, stimulation of learning interest and cultivation of clinical thinking of the interns in the experimental group were compared with those of the reference group(P<0.05), showing the value of statistical comparison and demonstration between data indexes. Conclusion: The application of clinical path-teaching method in clinical teaching of cardiology can improve the clinical teaching effect and teaching quality.

scholarly journals THE EFFECT OF CLINICAL TEACHING METHOD AND LEARNING STYLE ON CLINICAL NURSING LEARNING OUTCOMES

2019 ◽  
Vol 8 (2) ◽  
pp. 108-114
Author(s):  
Ida Zuhroidah ◽  
Nurul Huda ◽  
Bagus Dwi Cahyono
Keyword(s):  
Clinical Practice ◽  
Problem Solving ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Learning Outcome ◽  
Bedside Teaching ◽  
Clinical Nursing

Background: Nursing Academy of Pasuruan has used problem solving method for learning clinical nursing practice. However, there is obstacle in the implementation of the method due to wide variation in implementing the method among field instructors. Theoretically, bedside teaching method can be used for learning activities to improve learning outcomes. Theoretically, students' learning style is associated with learning outcomes.Objective: This study aimed to examine the effect of clinical bedside teaching method and learning style of students on clinical practice outcome among nursing students at the Academy of Nursing.Method: The research method used Quasi-Experimental. The population source was students at the Academy of Nursing, Pasuruan. A sample of 80 students were selected by simple random sampling. Problem solving was used as a comparison method. The data were collected using standard questionnaires, and analyzed by multiple linear regression model.Result: Results indicated that bedside teaching resulted in higher clinical nursing learning outcome than problem solving method (b = 3.5, p < 0.001, CI 95% 2.6 to 4.4). There was no statistically significant effect of learning styles on learning outcomes of nursing clinical practice (p > 0.05).Conclusion: This study concludes that bedside teaching method results in better clinical nursing learning outcome than problem solving method. It is recommended that all faculty members use bedside teaching as the learning strategy to improve learning outcomes in clinical practice. Key words: Bedside Teaching, Problem Solving, Learning Styles, Clinical Practical Learning Outcomes.

scholarly journals A Study on How Using an Interactive Multimedia E-Book Improves Teachers’ Ability to Teach Evidence-Based Medicine, Depending on Their Seniority

2021 ◽  
Author(s):  
Yu-Hsuan Liao ◽  
Kuo-Shu Tang ◽  
Chih-Jen Chen ◽  
Ying-Hsien Huang ◽  
Mao-Meng Tiao
Keyword(s):  
Evidence Based Medicine ◽  
Clinical Teaching ◽  
Teaching Method ◽  
Control Group ◽  
Study Group ◽  
Evidence Based ◽  
Fresno Test ◽  
Before And After ◽  
Study Type ◽  
Based Medicine

Abstract Background Teaching evidence-based medicine (EBM) is not an easy task. The role of the electronic book (e-book) is a useful supplement to traditional methods for improving skills. Our aim is to use an e-book or PowerPoint to evaluate instructors’ teaching effects. Methods Our study group was introduced to learning evidence-based medicine (EBM) using an interactive e-book available on the Internet, while the control group used a PowerPoint presentation. We adopted the Modified Fresno test to assess EBM skills before and after their learning. EBM teaching sessions via e-book or PowerPoint were 20–30 minutes long, followed by students’ feedback. We adopted the Mann-Whitney U tests to compare teachers’ evaluation of their EBM skills and the students’ assessment of the teachers’ instruction. Results We found no difference of EBM skills between the two groups prior to their experimental learning. Physicians in the study group ranked higher in “Choose a case to explain which kind of research design is used for the study type of the question and explain your choice” (P = 0.011) and “How are the important results expressed in the articles found” (P = 0.023), which was assessed by the Modified Fresno test. Teaching effect was better in the e-book group than in the control group for the items, “I am satisfied with this lesson,” “The teaching was of high quality,” “This was a good teaching method,” and “It aroused my interest in EBM.” No difference was observed between the two groups in the physicians with more than 10 years’ experience. Conclusions The use of interactive e-books in clinical teaching can enhance teachers’ EBM skills and teaching and is thus clinically useful.

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